Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model

Abstract

Bunker and Thorpe first proposed Teaching Games for Understanding (TGfU) in 1982 as an alternative to traditional, technique-led approaches to games teaching and learning. Despite interest from teachers and researchers, there has been no attempt to review the TGfU model. This is an oversight, given the important advances in educational learning theory and ecological approaches to motor control since the early 1980s. The purpose of this paper is to present a new version of the TGfU model that draws on a situated learning perspective. The paper describes the TGfU approach, overviews recent research on TGfU, and outlines a situated learning perspective. This perspective is then applied to rethinking the TGfU model. The intended outcome of the paper is the provision a more robust and sophisticated version of the TGfU model that can inform future directions in the practice of and research on TGfU.